e-Learning Specialist | Physics educator
I created this course and published it on my Moodle platform. Each module is a SCORM package, with a course evaluation survey at the end and a completion certificate.
The course is tracked, and you must successfully complete each chapter to unlock the next one. The course is fully learner-centered.
Designed to replicate the functionality of a real oscilloscope, the Virtual Oscilloscope has captivated the attention of students, educators, and electronics enthusiasts alike. Its intuitive interface and accurate waveform representations have garnered positive feedback, making it an invaluable resource for anyone interested in circuit analysis and electronic waveforms. I extend my gratitude to all those who have supported me and invite others to join this immersive learning experience.
In this game, you must employ the projectile equations to win.
The game consists of three levels, each of which must be completed by scoring at least 8 out of a possible 10 tries. In the first level, you must hit a ground target that shifts position after each attempt. In the second level, you will need to alter the ball’s trajectory to pass over a wall. In the third level, the target flies and changes position both horizontally and vertically in each trial.
In order to gamify the learning process, I developed this educational game. The player engages in a traditional pong game in this activity. A multiple-choice question, however, appears when the player loses a ball. The lost ball is brought back if the player selects the right answer, but if the player selects a wrong answer twice, the lost ball is not recovered, and the game is resumed. The cycle repeats until all three balls are lost.
I constructed this module and designed it such that it is accompanied with a worksheet, following the guided discovery approach, and socio-constructivism.
I conducted countless experiments in class throughout the course of my many years of teaching physics to motivate the students. However, I had never anticipated to find that nothing delighted the students as much as the simplest activity where I or the students made a light bulb light up by connecting a switch, wires and a battery.
توقفت عن التفكير كمبرمج في تلك المرحلة وعدت إلى التفكير كفيزيائي. لقد أذهلني كيف يمكننا محاكاة الظواهر الفيزيائية ببضعة أسطر من التعليمات البرمجية.
These lines portray a tale of creation and vanishing. It describes the creation of a photon, its subsequent disappearance when an electron absorbs it on the cathode plate’s surface, the subsequent departure of the electron from the cathode, and lastly the eventual disappearance of the electron when it reaches the other plate and captured.
The paper: Using a web-based and stand-alone oscilloscope for physics experiment during Covid-19 pandemic, Mahizah Ismail et al (2023), Phys. Educ. 58 015006, is based on the Virtual Oscilloscope simulation. This paper was authored by Mahizah Ismail, Farid Minawi, Wan Zul Adli Wan Mokhtar, Noraihan L Abdul Rashid and Ahmad K Ariffin.
The article DOI: https://iopscience.iop.org/article/10.1088/1361-6552/ac95eb
Elementary math teachers know the importance of this model in teaching the concept of applying distributive property in area model.
The idea is to break one large area (which represents the product of two numbers) into several pieces (products of smaller numbers), then to find the areas of the pieces individually, and finally add to get the area of the whole (the product of the given numbers).